Language Learning Support Section

> Implications

Support from the principal and the panel chairpersons

Both the primary and secondary principals and panel heads were supportive. They were able to arrange teachers to facilitate the training sessions of the speaking programme to ensure it can be run smoothly. In addition, the primary school provided the necessary support and resources such as classrooms and manpower for the speaking programme. In addition, the teachers arranged follow-up practice after each training session which greatly helped to sustain the skills and knowledge the students have learned in each training session.
Open-mindedness and flexibility in managing change

Understanding there were gaps between the primary and secondary levels, both the primary and secondary panel heads and teachers were ready and willing to open up their classrooms for exchanging ideas and facilitating discussion. To increase students’ language exposure, the primary school was proactive in integrating the formal and informal curricula by organising different English reading activities. To enhance the smooth interface across levels, the panel heads were able to transfer the experience of teachers having co-planning with the LLSS officer to the whole panel through internal sharing, thus enhancing the sustainability of the impact from one level to the other.